MULTIMEDIA LEARNING SYSTEM

Assoc Prof Dr. Madhubala  Bava Harji; Nurhayati Yusoff

Outline

MULTIMEDIA LEARNING SYSTEM

Assoc Prof Dr. Madhubala Bava Harji

Nurhayati Yusoff

2003, Proceedings of the …

Abstract

The use of multimedia in teaching and learning presents challenges to institutions of higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and fullmotion video in a single application. Multimedia learning systems consist of animation and narration, which offer a potentially venue for improving student understanding (Mayer & Moreno, 2000). Aimed to complement and supplement the teaching process and leaning materials, Multimedia University (MMU) has spearhead the initiative towards a multimedia learning environment by developing a new interactive teaching tool, i.e. the MultiMedia Learning System (MMLS).

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esearch on interactive multimedia learning reveals strong positive effects on learnins Fletcher, 1989), which among others includes that learning takes less time, is enjoyec 10re and increases learning. Web-based instruction is becoming a convenient anc opular means in higher education. The first prototype on-line system, which suggest: elf-paced learning among the undergraduates, was realized in 1997. MMU first itroduced its web-based learning tool by having instructors create course contents in tml file format, with no standardize template and clear guidelines, which eventually >sulted in varied formats and designs within a particular course. This was due to the fac he mitations of the on-line notes, a second tool, i.e. LOTUS Notes, was next introduced 10re than one instructor was involved in designing the course content. Recognizing t he only difference that sets it apart from the previous tool is the availability tandardized templates to prevent user confusion. It also ensures that all courses have ecessary features set by the course online committee. A team of MMU staff was set uf ) develop a customized web-based learning tool known as On-line Notes (Figure hich substituted the on-line system and Lotus notes. ne 0! he ) These three web-based learning tools were text-based, with limited elements of interactivity except for the instructors’ email, and links within the same server. Instructors merely created the notes either creating using web-paged editor, such as Netscape Composer and Dreamweaver or in the word document format. Links were only made between files. It appeared to be a one-way communication with instructors

MMU eventually designed the Multimedia Learning System (MMLS). It is a web-bas ourseware delivery engine that utilizes multimedia to enhance the teaching and learni rocess, with a ‘virtual teacher within a virtual classroom’. One of the prima onsiderations in designing the MMLS is the inclusion of features that add value tudents learning by incorporating elements of interactivity. The particular virtues of t AMLS allow instructors to interact with the system and with learners, and vice ver Figure 2). Interactive learning with live-action video, audio, graphics, feedback, expe dvice and question and answer aim to keep the learners engaged, 1.e. captivate and ret eamers’ interest. It represents a move towards active learning and can be use as onstantly available learning resource for learners. Both instructors and learners play | ctive role in the education process.

To upload the HTML files onto the MMLS system, instructors are merely required to click on the “Upload File” icon and the pop up window displays specific instructions on how to go about uploading files (Figure 4). The system allows for a maximum of 20 files to be uploaded at one time. To do so, the number of files to be uploaded need to be selected and the “Display” button clicked. This window displays the: e slide title; instructors name the file

Templates for all three types of questions and answers format are incorporated in the system. As displayed in Figure 6, upon selecting the appropriate format and number of questions, the questions, answers and marks awarded to each question are typed, using the template provided. The system also allows for editing of questions and selection of the level of difficulty of each question and grading. lain File Upload Form

The graph format too displays the duration spent on each slide. There are six types of Graph Chart available in the system i.e. line chart, area chart, bar chart, line point chart, point chart and pie chart. It provides an overview on how learners access the materials, i.e. the sequence and time spent on each slide (Figure 8).

As mentioned earlier the system grades the papers and the performance of all the learners, i.e. marks is accessible to instructors. In fact, on the student’s performance

These features allow for wide scopes of interactivity, including on-line real-time, collaborative discussions on a given topics, on a one to one basis or via a forum between instructors and learners. It also provides for both corrective and informational feedback to the learners. The newsgroup (see Figure 9) in particular, enables learners or instructors to raise issues for discussions. It creates an environment for ‘immediate’ interaction between peers and instructors, who would be able to monitor the directions in which the forum are heading. The electronic bulletin board allows for messages and information to be disseminated to a wider group of learners via the bulletin board by instructors. The system also allows for learners to sit for tests/quizzes on-line, who are able to monitor their own performance from the system. In addition it made possible for authorship, where learners are able to their own marginal or diary short in the system, rather than on loose sheets of papers. These features eventually create a virtual interactive classroom. Additional elements incorporated into the system are the library and reference features. The local library is made more readily accessible to learners via the library component on the MMLS. Learners are able to view the availability of the materials in the library, which could save them a trip. Finally, the reference component enables them to access references, which are posted by the instructor.

References (8)

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